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This document is a compilation of discussions that focus on main topics important to technology in today’s education. The work has been compiled by five individuals (Laura Hlinka, Amanda Lovall-Cole, Matt Sly, Colleen Wright, and Jeff Wright) within the CTER6 cohort at the University of Illinois - Urbana Campus for Educational Psychology 415: Ethical and Policy Issues in Information Technologies.

The project for this group was to develop a discussion that explores the following question:

How have new information and communication technologies in education affected the ways in which we think about the capacities and dispositions we are trying to foster in students?

Abstract

Gilbert Ryle (1949), a twentieth century British philosopher, defines dispositional speaking as when we speak of tendencies, capacities, and liabilities. This definition can also be applied to education. Fostering appropriate dispositions in our students is a major goal in education today. We attempt to motivate students to develop appropriate learning tendencies and capacities and to understand that there are liabilities associated with our tendencies. When looking at whether information and communication technologies in education affect the ways we think about those dispositions we are trying to instill within our students, we believe there are four major educational capacities and dispositions within the educational framework that should be discussed; Life-Long-Learning, Inquiry, Critical Thinking, and Community.

Each of these components are basic educational aspects that are influenced by developments within the educational field and are important in the overall understanding of student learning; however, there are aspects of each that influence and are part of one another. These interdependencies are essential components in learning and educational growth. For instance, critical thinking requires a student to use inquiry-based techniques to assess and understand concepts or situations. Life-long-learning tends to create communities within online learners with common interests or class work, and community development within each component is common in group activities that also require students to employ critical thinking and inquiry techniques in attacking classroom projects or problems.

Technology, in all its varying forms, plays a vital role in almost all aspects of our lives. Therefore it seems almost impossible for us to think there has not been some influence by technological advances in education.  As educators, in order to achieve our goal of developing “Life-Long-Learners”, “Inquiry-based learners”, “Critical Thinkers”, and “Community members” we have a powerful tool in technology. This document discusses these components in education and how they have been influenced by technology today.

Works Cited

Ryle, G. 1949. The Concept Mind. London: Hutchinson.

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Last updated December 12, 2004